Specificity of Individual Differences of Relationship between Forearm “Strengths” and Speed of Forearm Flexion

Abstract

Forearm flexion strength of 65 college men was measured at two distances from the elbow at each of three angles of the forearm. The speed of forearm flexion movement was measured through an arc of 85°. Ebel intraclass reliabilities for strength and speed were high, i.e., .95 to .99. The extremely low correlations between limb strength and speed of movement, which ranged from —.06 to .14, are in agreement with the majority of the low correlations reported in earlier studies. The findings of this study support the theory of specificity in that individual differences in the speed of a limb involving a single joint are predominantly independent of strength measures associated with that limb and joint.     

Proceedings of the 42nd Annual Conference of the National Council for Jewish Education

The challenge to the smaller community Jewish school in the 1990's is that it will be the object of increased expectations and at the same time less able to employ the educational professionals traditionally associated with quality Jewish education. The shape of the challenge is already apparent. Many communities are already experiencing the social trends in which the challenge is created.     

The barriers to achievement for White/Black Caribbean pupils in English schools

Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, ¹ 1. See Tikly et al. (2004 Tikly, L., Caballero, C., Haynes, J. and Hill, J. 2004. Understanding the educational needs of mixed heritage pupils, London: DfES.  [Google Scholar]). View all notes this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio‐economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures.     

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Abstract

The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand.     

Shame: Does it have a place in an education for democratic citizenship?

Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act and the individual’s sense of self and self-worth. Shame management (that is, seeking reintegrative over stigmatising shaming) can be regarded to reflect a form of social responsibility as it contributes to community restoration by repairing ruptured social relationships. The notion of shaming and acknowledgement of harm thus assumes norms of acceptable community behaviour, attitudes and relationships, and is therefore also an ethical matter. Successful restorative practices in schools depend on the school-wide existence and practice of such norms, and mesh with virtues education, stimulated by the contemporary demand of many national curricula to promote so-called key competencies. Although the concepts of restorative justice and reintegrative shaming serve as a context for this article, its chief impetus was provided by an evaluative study of a group of New Zealand schools, in the course of which notions such as shame, reintegration and exclusion became evident. The chief purpose of this article is to consider and problematise shame from the perspective of the philosophy of education, and ask whether the concept of shame has a place in schools, whose important aims ought to include the development of democratic citizenship.     

The ethnic minority achievement grant: a critical analysis

This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all since the introduction of the Grant. The article proposes that if the government wishes to more effectively tackle minority ethnic underachievement then it needs to increase the overall amount spent on the Grant, which has been frozen in recent years, and demonstrate more commitment to tackling institutionalized racism within the education system and the national curriculum. Although the government is issuing guidance to schools to address historic weaknesses in the way that the Grant has been deployed, the guidance itself does not go far enough in acknowledging the role of schools and particularly LEAs in tackling underachievement. Nor does the proposed new guidance recognize the importance of including the perspectives of local Black and Asian communities in decisions on how the Grant is deployed.     

The expert judge of debating

Speech and Voice. By G. Oscar Russell. New York: The Macmillan Company, 1931 ; pp. xvii, 250. $4.00.

Prose, Poetry and Drama for Oral Interpretation. By William J. Faema. New York: Harper and Brothers, 1930; pp. 526.

Voice and Speech. By M. R. Drennan. Capetown, South Africa: The Mercantile Press (A. W. Elford and Co., Ltd.), 1929; pp. 67, 5 shillings six‐pence, post free.

Projects in Speech for a Foundation Course. By Alan Houston Monroe and Paul Emerson Lull. New York: D. C. Heath and Co., 1931 ; pp. iii + 168.

The Art of Directing Plays, By D. C. Ashton. Franklin, Ohio and Denver, Colorado: Eldridge Entertainment House, Inc., 1931 ; pp. 119, $1.50.

Modern Speeches (Revised Edition). By Homer D. Lindgren. New York. F. S. Crofts Company, 1930; pp. xv, 514; $3.00.

Language Development of the Preschool Child. By Dorothea A. McCarthy. Minneapolis: University of Minnesota Press, 1930. pp. 174.

Short Plays. By Edwin Van B. Knickerbocker. New York: Henry Holt, 1931; pp. 532.

Stammering. By Elsie Fogerty, New York: E. P. Dutton and Co., 1930; pp. 64, $.95.

Personality. By A. A. Roback. Cambridge, Mass.: Sci‐Art Publishers, 1931: pp. 144.     

Exploring the Role of Family Support and Ethnic Pride in Cultivating the Academic and Career Resourcefulness of Underserved Youth in an Afterschool Program

The Urban Review - The purpose of this study was to identify the internal and external factors that support the academic and career resourcefulness of adolescents from underserved backgrounds. This...